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Faculty Senate

Policies & Procedures for Professional Development

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Chair of Committees


  • Chip Reichardt (Professor, Pyschology)

Documents 


Peer-to-Peer (P2P) Conversations

Committee Members


  • Paul Michalec (Clinical Professor, Education)
  • Juli Parrish (Teaching Associate Professor, Writing Program)
  • Nancy Sasaki (Teaching Associate Professor and Associate Dean, Biology)
  • Kate Willink (Associate Professor, Communication Studies)

Documents

The intention of the P2P conversations is to promote a form of professional engagement that is often missing from higher education communities because of current political, economic, and social constraints. P2P conversations are not intended to replace other forms of faculty to faculty conversations which occur in less formal settings or gatherings. The P2P conversations differ in that they are formally structured around key moments in the life of a faculty, focused on professional development, and are bounded by norms of confidentiality.

To assist faculty in the process of hosting a P2P conversation, the following documents were developed by the P2P sub-committee of the Faculty Senate Professional Development Committee. They are intended to create a wide range of entry points for faculty into the P2P conversations, from less structure to more structure, depending on the expertise and interests of individual faculty. The first set of documents (Model A, Model B, and Model C) will provide an overview of three different models for engaging in P2P conversations, ranging from holistic/comprehensive to efficient/succinct. The second document is an Executive Summary of a manual for hosting P2P conversations. It will be particularly useful for faculty who have a general sense of how to host a P2P conversation but who are looking for a quick overview of the process. The third document is a comprehensive "how-to" manual for convening a P2P conversation. It contains commentary on the conceptual framework for a P2P conversation, as well as nuts and bolts descriptions of the stages and steps for a P2P conversation.

Three models for P2P conversations have been developed for faculty to consider.

Model A (holistic & comprehensive) invites faculty to investigate questions of professional development that reside at the interface between their calling to serve and the institutional demands associated with the role of faculty (service, teaching and scholarship/creative activity). It is framed around images of effectiveness that are responsive to questions of wholeness.

Model B (pragmatic & focused) incorporates the general impulse toward holism articulated in Model A but shifts the lens toward a more pragmatic view of faculty responsibilities. The types of professional development questions framing Model B are consistent with a pragmatic/functional view of faculty work.

Model C (efficient & succinct) focuses on the functional drivers of faculty development and fronts the role of the intellect in descriptions of faculty responsibilities. It favors a strategic or instrumental lens in areas of professional development. Efficiency is a driving force in this type of P2P conversation.

Professional Development Discussions (PDD)

Committee Members


  • Eleanor McNees (Professor, English)
  • Ann Petrila (Professor of the Practice, Social Work)
  • Ron Rizzuto (Professor, Finance)
  • Matthew Taylor (Professor, Geography)

Documents


Job Responsibility Distributions (JRD)

Committee Members 


  • Lynn Schofield Clark (Professor, Media, Film & Journalism Studies)
  • Linda Kosten (Associate Provost)
  • Laleh Mehran (Associate Professor, Emergent Digital Practices)
  • Billy Stratton (Associate Professor, English)

Documents


Drafts of Policies & Procedures Document